Abstract:
English as a widely used global language has a considerable impact on the national
education policy and the curriculum in Bangladesh. The expectations for primary level students
are to develop competencies in the basic skills of the English language to use the language in
different contexts and serve their purposes. This study was conducted to investigate the
strategies used and challenges faced while teaching reading and writing skills to slow learners
in the regular classroom. The study used qualitative methods of data collection such as
classroom observation, teachers’ interview, focus group discussion and interviews with
experts. Data were collected from the 6 government primary schools located both in rural and
urban areas in the Netrokona district of Bangladesh. Data were analyzed through the thematic
analysis process. The major findings reveal that some of the teachers had less concern to use
differentiated planning and instructions in the classroom. Besides, during interviews, the
teachers stated the limited uses of additional strategies for the slow learners while teaching
reading and writing skills of English language in the classroom. The findings also describe
many challenges that are faced by the teachers and the slow learners in this regard. Based on
the challenges found from the study, educational experts suggested some strategies on how to
support slow learners to develop their proficiencies in reading and writing skills. Therefore,
the recommendations from the study might have a positive impact on using differentiated
planning, providing additional support to slow learners and reviewing national education policy
and the primary curriculum to address the needs of students with varied educational needs.
